2010
Jaquith, A., Mindich, D., Wei, R. C., & Darling-Hammond, L. (2010). Teacher professional learning in the United States: Case studies of state policies and strategies. Oxford, OH: Learning Forward.
Archer, L., DeWitt, J., Osborne, J., Dillon, J., Willis, B., & Wong, B. (2010). “Doing” science versus “being” a scientist: Examining 10/11-year-old schoolchildren’s constructions of science through the lens of identity. Science Education, 94(4), 617-639.
O’Hara, S., & Pritchard, R. (2010). Preparing novice technology faculty for delivering an online graduate program. In D. Gibson & B. Dodge (Eds.), Proceedings of the Society for Information Technology and Teacher Education International Conference (pp. 1794-1801). Chesapeake, VA: Association for the Advancement of Computing in Education.
Grossman, P., Loeb, S., Cohen, J., Hammerness, K., Wyckoff, J., Boyd, D., & Lankford, H. (2010, May). Measure for Measure: The relationship between measures of instructional practice in middle school English Language Arts and teachers’ value-added scores. NBER Working Paper No. 16015. Retrieved from http://www.nber.org/papers/w16015.
Talbert, J. E., David, J. L., Chen, P., Jaquith, A., & Cor, M. K. (2010). Evaluation of the New Teacher Center-Ravenswood City School District instructional improvement initiative: Final report. CA: Center for Research on the Context of Teaching.
Osborne, J. (2010). Arguing to learn in science: The role of collaborative, critical discourse. Science, 328, 463-466.
O’Hara, S., & Achinstein, B. (2010). Report on Stanford University’s partner school induction program. Stanford, CA: Stanford University, Center for Support of Excellence in Teaching.
Wineburg, S., & Fogo, B. (2010). Testing in history. In E. Baker, P. Peterson, & B. McGaw (Eds.), International encyclopedia of education (3rd ed.). London: Elsevier.
Grossman, P., & Loeb, S. (2010). Learning multiple routes. Leadership, 67(8), 22-27.
Students’ attitudes to science. Osborne, J. F., & Simon, S. (2010). In J. Osborne & J. Dillon (Eds.), Good practice in science teaching: What research has to say (2nd ed; pp 238-258).
Jaquith, A., Minich, D., & Wei, R. C. (2010). Successfully supporting access to high quality professional development for teachers: A four-state study. Staff Development Council.
Good practice in science teaching: What research has to say (2nd ed). Osborne, J. F. & Dillon, J. (2010).
Chin, C., & Osborne, J. (2010). Supporting argumentation through students’ questions: Case studies in science classrooms. Journal of the Life Sciences, 19(2), 230-284.
Chin, C., & Osborne, J. F. (2010). Students’ questions and discursive interaction: Their impact on argumentation during collaborative group discussions in science. Journal of Research in Science Teaching, 47(7), 883-908.
Osborne, J. F., & Chin, C. (2010). The role of discourse in learning science. In K. Littleton & C. Howe (Eds.), Educational dialogues: Understanding and promoting productive interaction (pp. 88-102). London: Routledge.
2009
O’Hara, S. & Pritchard, R. (2009). Hypermedia authoring as a vehicle for vocabulary development in middle school english as a second language classrooms. Clearing House: A Journal of Educational Strategies, Issues and Ideas, 82(2), 60-65.
Martinez, J. F., Stecher, B., & Borko, H. (2009). Classroom assessment practices, teacher judgments, and student achievement in mathematics: Evidence from the ECLS. Educational Assessment, 14, 78-102.
Liston, D., Whitcomb, J., & Borko, H. (2009). The end of education in teacher education: Thoughts on reclaiming the role of social foundations in teacher education. Journal of Teacher Education, 60(2), 107-111.
Hatch, T., Sun, C., Grossman, P., Neira, P., & Chang, T. (2009). Learning from the practice of veteran and novice teachers: A digital exhibition. Journal of Teacher Education, 60(1), 68-69.
